The US's National Survey of Student Engagement (NSSE) have long shown that students' engagement such as the level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment, have all contributed to the desired outcomes in college. In Taiwan, a national dataset called the Freshman-Junior Student Survey (FJSS); wherein 49,609 students were surveyed, was used to gather information regarding students' learning experiences. Using the NSSE as a model, this paper details the quantitative analysis of the FJSS with the aim of developing a Taiwan student engagement model (TSEM). Results show that the TSEM both contains conceptual factors derived from the NSSE and contextual issues that are only found in Taiwan. Lastly, the psychometric properties of the TSEM were validated using the confirmatory factor analysis.

Organizational behavior studies have noted the positive effects of perceived support and employees' engagement towards the overall institutional performance. However, recent studies suggest that both the positive organizational citizenship behavior (OCB) and the negative counterproductive work behavior (CWB) are also highly affected by job engagement.In the academic setting, maintaining a well-balanced work place is highly important. Recent studies in Taiwan have noted the moderate occurrence of CWBs within the academic setting; as students are greatly influenced by their teachers, it is imperative that CWBs be kept to a minimum. In light of the above-mentioned issues, the current study shall present the findings in determining the inter-relationships between perceived support (PS), job engagement (JE), OCB, and CWB Taiwan (2006) job engagement, and Lee and Allen's (2002) organizational citizenship behavior. Lastly, findings suggest that job engagement seem to provide a negative effect on CWB-T, while at the same time provide a positive effect on OCB. In sum, appropriate organizational support is much needed in order to enhance workplace engagement. It is hoped that by pin-pointing the various determinants of CWBs, a clear understanding of the inter-relationships among the factors can be establish.

Competition in higher education has forced universities to push for excellence. This phenomenon of pushing for excellence has caused institutions to focus more on research rather than teaching. With the evolving nature of higher education, what matter most is to strike a balance between research and teaching activities. To answer this question, the current study adapted the Changing Academic Profession (CAP) (Teichler, Arimoto, & Cummings, 2013) survey and collected data from the Career and professional situation, General work situation and activities, Teaching, Research, and Management situations of faculties in Taiwan higher education institutions. Data was collected from 457 faculties from 18 universities. Results show that Taiwan higher education institutions practices gender equality, while having a diverse concepts on international mobility. It is also noted that financial compensations are moderately comparable with other previous CAP surveyed countries. Sadly, results show that Taiwan higher education institution faculties have long working hours with moderate to high perceived stress. Lastly, discriminant analysis shows that individuals with high degree of disciplinary affiliations tend to have research collaborations and have the tendency to publish more than their peers. It is hoped that by better understanding how faculty preferences affects their work situation and performance, policy recommendations can be made in promoting a more balance research and teaching nexus in the academe.

The concepts of engagement have long been said to bring forth positive outcomes on students' university schooling. The reports of the National Survey for Student Engagement (NSSE) in the US have opened up various discussions on the benefits of such meaningful activities. On the other hand, the reemergence of the Chinese academies called Shuyuan or residential colleges have been spreading to both the East and West. It is said that the concept of having students living together with their faculty would instill a sense of belongingness that fosters learning. More important, both models of learning have within them the notion of student-faculty interactions. To dwell further on these concepts, the current study shall focus on the analysis of residential college students in Taiwan. A total of 724 students from four key universities that practices the model of residential colleges were surveyed. Structured equation modelling was accomplished resulting in the verification of a model of learning. Results show that student-faculty interaction successfully mediated the effects between the student engagement factors and students' educational outcome gains. The current results further provided an empirical proof of the importance of quality student and faculty communications and interactions. The current study hopes that the findings will be able to help educational administrators, policy makers, and researchers in designing future curriculum programs that fosters meaningful learning.

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